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The purpose of this article is to provide middle level educators with an orientation to the theoretical constructs and tenets of Choice Theory (Glasser, 1998) as both a preventive and remedial framework for supporting the development of students exhibiting school disciplinary behavioral problems. The following three topics are addressed: (1) issues relating to school disciplinary problems; (2) the theoretical constructs and tenets of Choice Theory as a guide for group counseling or other educational interventions in school; and (3) a case example illustrating the application of this approach by a middle school counselor. This article is aligned with "This We Believe: Successful Schools for Young Adolescents" (National Middle School Association, 2003), which states that effective middle schools facilitate a learning environment that is supportive and safe for all young adolescents. 'This We Believe" (2003) goes on to advocate that "successful schools for young adolescents provide multifaceted guidance and support services" (p. 32).

Clients diagnosed with bipolar disorder often suffer from mood instability, and research suggests that these clients need both counseling services and pharmacotherapy. Narrative therapy is a social constructionist approach grounded on the premise that there is no single "truth"; individuals may create new meanings and retell their stories to overcome the discourses that have oppressed them. This manuscript (a) reviews bipolar disorder and the traditional therapeutic approaches employed to treat the disorder, (b) introduces the theoretical constructs of therapy, and (c) presents a case illustration of the application of narrative therapy with a client diagnosed with bipolar disorder.